The K to 12 Curriculum and Capacity Building for Teachers

Brenda B. Corpuz, Ph.D

Official Launching

K to 12 Launched officially in Malacanan Palace , April 26, 2012

Updates

• Trainers’ Training for Grade 1 Teachers – April 23-27 , 2012 –

• Trainers’ Training for Grade 7 - April 18 - May 4 , 2012 -

• Teachers’ Training - May, 2012 - Grade 1- c/o DepEd - Grade 7 – c/o 50% DepEd and 50% TEIs

Schools Modeling Grades 11-12

• University of Makati• Ateneo de Naga • Phil. Women’s University • Identified schools per region (mostly

techvoc)

Grades 11-12 Modeling Schools

• Those offering post secondary courses

• With MOA with a college/university • With strong LGU support • Have linkage with industry

Relevant Teacher Education

Grade 11 Grade 12

English-Oral communication Englsh or Filipino for Specific Purposes

Filipino:Retorika Literature ( Phil Lit , 1st sem ; World Lit, 2nd sem)

Math for Specific Purposes 1 Math for Specific Purposes 2

Life Sciences Physical Sciences

Contemporary Local Issues Contemporary Global Issues

Philosophy of the Human Person

Career Pathways ( Student’s Choice) -Entrepreneurship-TechVoc-Academics - Sports and Arts - Journalism

Career Pathways ( Student’s Choice) -Entrepreneurship-TechVoc-Academics - Sports and Arts - Journalism

Proposed Subjects for Grades 11 and 12

Transition

• Grade 11 – 2016-2017 – No First Year College

• Grade 12- 2017-2018 – No Second Year College

The instructors/professors of General Education subjects in college are expected to teach Grades 11 and 12 .

Transition

• Teachers teach the way they were taught.

• Not all Gen Ed teachers are Education graduates – no preparation in Principles and Methods of Teaching; Assessment, etc.

Gen Ed Instructors /Professors

• Need to go through capacity building /Certificate of Teaching - Philosophy of Education - Adolescent Development - Principles and Methods of Teaching - Assessment plus 6 units more

• These may be offered by the College of Education

The Licensure Examination for Teachers

• A license for teaching is required of basic education teachers ( R.A. 7836) .

• A license is an asset.

Offers tracks that lead to

specializations in Academics, Tech-Voc, and Sports & Arts

Academic Specialization

Technical-Vocational Specialization

Sports and Arts Specialization

K to 12 Curriculum Model

Basic Education Program

Academic Track

Basic Education Program

Basic Education Program

For Specializations in Academic Track

Tech-Voc Electives

TLE Courses

• TLE courses are based on Training Regulations of TESDA .• Teaching of TLE specializations

( Grades 9 and 10) requires teachers with at least NC II

For TLE Teachers

• The attainment of NC 2 must be built in in the academic preparation of the TLE teachers

• Mother Tongue as a specialization for BEEd?

• Or 18 units of Mother Tongue?

The Imperative for K to 12

Improve teaching through the use of enhanced pedagogies (e.g. spiral progression in Science & Math, integrative approach

Discipline-based Approach

Living Things & Their EnvironmentCharacteristics

Structure and Function Processes Interactions

MatterDiversity of materials

Properties and StructureChanges

Interactions

Force, Motion and EnergyMovement

Effects of ForceForms of Energy and

Transformation

Earth and SpaceSurroundings: Land, Water, Air,

Weather and Climate Solar system

Science Content(G3-10)

Content and Connections 

Discipline-based approach

Integrative Approach

• Integration of Science content, processes and values in all subjects possible

AusAid Study

• Recommends articulation of subject matter within and across learning areas which is found to be wanting in the Philippine basic education curriculum

Basic Science Processes

IntegratedSkills

Higher Order Thinking Skills

ObservingAsking questions MeasuringClassifyingInferringFinding patternsPredictingCommunicating

Critical thinkingCreative thinkingProblem solvingDecision making

(Real-life context)

Formulating hypothesisFair testing - Identifying variables - Controlling variables Collecting and organizing dataInterpreting data Making conclusions

STE Literacy Skills

Scientific Inquiry Skills

Intellectual honesty Accuracy Objectivity Perseverance Active listening Responsibility Sense of initiative Independent learning Analytical observation and evaluation Sound judgment and logical

reasoning Informed /data-based decision

making

Scientific Attitudes and Values

Integrative Approach

•Science concepts & skills are integrated in Health, Languages, Math, and other subjects in Grades 1-2

Advantages of Spiral Progression

• Avoids disjunctions between stages of schooling• Allows learners to learn topics & skills appropriate to their developmental/cognitive stages• Strengthens retention & mastery of topics & skills as they are revisited & consolidated

Teacher Preparation

Constructivist Approach

Constructivist Approach

Constructivist approach

Constructivist Approach

“Netizen”

“Webinar”

Effective communication skills

• The following skills must be taught: 1) teaming, collaboration and interpersonal skills; 2) personal, social and civic responsibility3) interactive communication, 4) local, national and global orientedness

Life and Career Skills

Demand for holistic and constructivist teaching

Learning Area

Time Allotment

G 1 G2 G3 G4 G5 G6 Grade 7-10(Weekly)

MT 50/50 50 50

Fil 30/30 30 50 50 50 50 4 hrs

Engl __/30 50 50 50 50 50 4 hrs

Science - - - 50 50 50 4 hrs

Math 50/50 50 50 50 50 50 4 hrs

AP 40/40 40 40 40 40 40 3 hrs

EPP/TLE - - - 50 50 50 4 hrs

MAPEH 40/40 40 40 40 40 40 4hrs

EsP 30/30 30 30 30 30 30 2 hrs

240/270 310 360 360 360 360 29 hrs.

Time Allotment

• The total time daily does not include off-school learning experiences that teachers may require outside of school hours

• This is for the production of products and performances as evidence of transfer of learning

Assessment

Under the K to 12 curriculum, pupils will be assessed at four levels and shall be weighted as follows: (DepEd Order No. 31, s. 2012)

Level of Assessment Percentage WeightKnowledge 15%Process or Skills 25%Understanding(s) 30%Products/Performances 30%

100%

The levels are defined as follows:

1. Knowledge – refers to the substantive content of the curriculum, the facts and information that the student acquires

2. Process – refers to cognitive operations that the student performs on facts and information for the purpose of constructing meanings and understandings

The levels are defined as follows:

3.Understandings – refers to enduring big ideas, principles and generalizations inherent to the discipline, which may be assessed using the facets of understanding

a. Explanation – give examples, make insightful connectionsb. Interpretation – make it personal through images, anecdotes, analogiesc. Application – can adapt/transfer understanding into real contexts

3.Understandings

d. Perspective – understand different points of view, sees the big picture

e. Empathy – understand and value the perspectives/point of view of others

f. Self-Knowledge – show metacognitive awareness, perceive the prejudices and habits mind that shape and impede self understanding

4. Products/Performances – refers to real-life application of understandings as evidenced by the student’s performance of authentic tasks. It considers children’s MI.

UNDERSTANDING(S) (30%)

KNOWLEDGE (15%)

PROCESS(SKILLS)(25%)

PRODUCTS/ PERFORMANCES

(30%)

L E

V E

L S

OF

A S

S E

S S

M E

N

T

L E V E L S OF P R O F I C I E N C Y

Un

dersta

nd

ing

Perfo

rman

ce

Performance Standard

Content Standard

BEGIN

NIN

G BEG

INN

ING

DEVELO

PING

DEVELO

PING

APPROACH

ING

PROFICIEN

CY APPRO

ACHIN

G PRO

FICIENCY

P R O F I C I E N

T P R O

F I C I E N T

A D V A N

C E D

A D V A N

C E D

Report Card (DepED Order No. 31, s. 2012)At the end of the quarter, the performance of students

shall be described based on the following levels of proficiency:

Level of Proficiency Equivalent Numerical Value

Beginning 74% and below Developing 75-79%Approaching Proficiency 80-84%

Proficient 85-89%Advanced 90% and above

Definition of Levels of Proficiency• Beginning – The student at this level struggles

with his/her understanding; prerequisite and fundamental knowledge and/or skills have not been acquired or developed adequately to aid understanding.

• Developing – The student at this level possesses the minimum knowledge and skills and core understandings, but needs help throughout the performance of authentic tasks

Definition of Levels of Proficiency

• Approaching Proficiency – The student at this level has developed the fundamental knowledge and skills and core understandings and, with little guidance from the teacher and/or with some assistance from peers, can transfer these understandings through authentic performance tasks.

Definition of Levels of Proficiency

• Proficient – The student at this level has developed the fundamental knowledge and skills and core understandings and, and can transfer them independently through authentic performance tasks.

Definition of Levels of Proficiency

• Advanced – The student at this level exceeds the core requirements in terms of knowledge, skills and understandings and can transfer them automatically and flexibly through authentic performance tasks.

Ulat Tungkol Sa Pag-unlad ng Marka

Larangan ng Pag-aaral

Markahan Huling Marka

Pasya

1 2 3 4

Filipino P P A A A Promoted

English

Mathematics

Science

Araling Panlipunan (AP)

Technology and Livelihood Education (TLE)

MAPEH

Implications to Teacher Education

• Prepare teachers to develop the holistically developed childequipped with 21st century skills ready for work , for middle level skills development , for higher education

The K to 12 teacher- Multi-specialist

Implication to Teacher Education

The ideal K to 12 Teacher • Has self direction and sense of initiative• Engages in CPD/CPE • Has high EQ • Is grounded on spiritual and moral values

Implication to Teacher Education

The K to 12 Teacher • Multi-literate• Multi-specialist• Multi-lingual• Equipped with 21st Century Skills • Lifelong learner

The K to 12 Teacher

• ICT competent – Digital native not a digital immigrant

• Innovative• Flexible/adaptable • Accountable for results • Effective Communicator

The Philippines must catch up with the rest of the world.

World Economic Forum Global Competitiveness Report

Country and Overall Rank

2008 2009

2010 2011

Singapore 5 3 3 2

Malaysia 21 24 26 21

Brunei Darussalam

39 32 28 28

Thailand 34 36 38 39

Indonesia 55 54 44 46

Vietnam 70 75 59 65

Philippines 71 87 85 75Cambodia 109 110 109 97

5th in Quality of EducationLast (8th)* in Quality of Science & Math Education and Capacity for Innovation

In ASEAN:

*Laos, Myanmar, and Timor-Leste are not included in the survey.

“ We look back with appreciation to our brilliant teachers but with gratitude to those who touch our hearts.” – Carl Jung

God bless us all!